促进偏差认知转变的教学策略构建与应用研究

发布时间：2018-06-16 13:22

本文选题：CTCL + 偏差认知　；参考：《电化教育研究》2016年12期

【摘要】：近年来,受到建构主义、情境学习理论等影响,教育领域的诸多研究将注意力转向了"学生如何学习"。对于学生的"学习",学生持有的"偏差认知"日渐成为研究热点。依据CTCL研究范式,针对高中信息技术学科五个学习单元的内容,基于学生对这些内容的偏差认知类型、概念图结构、外显行为,构建转变学生偏差认知的支架教学策略,将该支架用于"资源管理器"学习单元,对山东省某高中一年级一个普通班级的44名学生进行了单组前后测前实验。结果表明,经过支架教学策略的运用,学生对"资源管理器的作用"、"文件的含义"、"文件名的组成"等学习内容的偏差认知有显著性改善,表现在认知测试方面,学生后测均值在0.05水平上显著高于前测均值。研究结论表明,促进概念转变的支架核心要素包括:引发认知冲突的方法、对原有认知的反思、认知转变发生的情境。
[Abstract]:In recent years, under the influence of constructivism and situational learning theory, many researches in the field of education have turned their attention to "how students learn". For students'"learning", the "bias cognition" held by students is becoming a hot research topic. According to the research paradigm of CTCL, according to the content of five learning units of high school information technology, based on the students' deviant cognitive type, concept diagram structure, explicit behavior, the framework teaching strategy to change students' bias cognition is constructed. The scaffold was used in the learning unit of "Resource Manager". A single group of pre-test experiments were carried out on 44 students in an ordinary class of a senior high school in Shandong Province. The results showed that, through the use of the scaffold teaching strategy, the students' understanding of the deviation of learning content, such as "the role of resource manager", "the meaning of document" and "composition of file name", was significantly improved, which was reflected in the cognitive test. The posttest average of students was significantly higher than that of pre-test at 0.05 level. The results show that the core elements of conceptual transformation include: the method of causing cognitive conflict, the reflection of original cognition, and the situation of cognitive transformation.
【作者单位】：江南大学教育信息化研究中心;上海师范大学教育技术系;
【基金】：2015年度教育部人文社会科学研究青年基金项目“高中学生对学习内容的偏差认知研究——以信息技术学科为例”(项目编号:15YJC880085)
【分类号】：G633.67

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